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Doctoral Dissertations

University of Massachusetts Amherst

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Articles 1 - 19 of 19

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu Jan 2019

Language Learners As Agentive Meaning-Makers: Exploring Learners' Investment And Meaning-Making, Shinji Kawamitsu

Doctoral Dissertations

The motivation for this research is the subordinated position of writing in Japanese language education. As many studies indicate, writing in Japanese language education is often perceived as a space for teachers to monitor learners’ acquisition of grammar structures and kanji (Hirose, 2015; Kumagai & Fukai, 2009; Ramzan & Thomson, 2013). Such discourse of writing conceives Japanese writers, especially elementary writers, as individuals who have little agency in making meaning.

The purpose of my dissertation study is to explore alternative discourses of writing that position elementary Japanese language learners as agentive meaning-makers. For this inquiry, first, I explore literatures that inform this dissertation study. This literature review explores systemic functional linguistics, or SFL, which explicitly situates one’s meaning-making in a social context. This review also explores critical instantiations of SFL, which emerged across disciplines. Then, I design a conceptual framework that is essential for my inquiry. I revisit (critical) SFL theories of text and context, and weave them together with post-structuralist theories of identity to investigate collegiate Japanese language learners’ identity and their meaning-making. Based on this conceptual framing, I propose a new pedagogy. This pedagogy resides in literacy practices which enhance learners’ awareness of linguistic choice in a social context (Rose & Martin, 2012), while it also actively incorporates literacy practices in which individuals can invest their time and effort in negotiation with their future affiliation (Norton Peirce, 1995; Norton 2013). I utilized this pedagogy to teach a personal narrative genre in a US college level elementary Japanese course. By drawing on Fairclough’s critical discourse analysis (1989; 1992; 2003), I conducted textual analysis on each participant’s personal narrative texts and interpreted the linguistic cues in reference to their negotiations with identities and ...


A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin Jan 2019

A Semiotic Analysis Of Linguistic And Conceptual Development In Mathematics For English Language Learners, Hyunsook Shin

Doctoral Dissertations

This study explores how an elementary mathematics teacher supported English language leaners’ (ELLs’) academic language and concept development in the context of current high- stakes school reform. The conceptual frameworks informing this study include Halliday’s theory of systemic functional linguistics (e.g., Halliday & Matthiessen, 2014) and Vygotsky’s sociocultural theory of concept development (Vygotsky, 1986). Specifically, this study analyzes the interplay between academic and everyday language and how this interplay can facilitate the development of what Vygotsky referred to as “real” or complete concepts as students shift from “spontaneous” to more “scientific” understanding of phenomenon (Vygotsky, 1986, p.173 ...


Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro Jan 2019

Retrofitting Educators Through Sheltered Instruction Training: A Longitudinal Case Study Examining The Efficacy Of A Five-Year District-Wide Intervention Effort, Marisa Ferraro

Doctoral Dissertations

This dissertation examines the impact of a district-wide professional development initiative to foster equitable pedagogies and practices for emergent bilingual students. The initiative spanned five years, 2012-2017, across one of the largest school districts in the Northeast. This quasi-experimental, mixed methods case study was conducted across twelve schools to investigate the efficacy of a sheltered instruction professional development program in three areas: 1) teacher learning and knowledge about sheltered instructional practices (n=1457) and application of the newly learned practices (n=70), 2) student learner outcomes, as measured by a standardized assessment, through three cohorts of third through eighth graders ...


Critical Language Awareness In An Ell Urban Language Classroom: Transforming A Latina Teacher’S Language Ideology, Yvonne V. Fariño, Yvonne Virginia Farino Jan 2017

Critical Language Awareness In An Ell Urban Language Classroom: Transforming A Latina Teacher’S Language Ideology, Yvonne V. Fariño, Yvonne Virginia Farino

Doctoral Dissertations

How can language be re-conceptualized as a tool and resource in contested pedagogies? Vygotsky theory of the mind (1978, 1986, 1998) and Engeström Activity Theory (1987, 1992) document how learning and development are situated within sociocultural contexts (Scribner & Cole, 1981; Tharp & Gillmore, 1988). Vygotsky theory of the mind (1978) central tenet is “understanding everyday activities and of cognitive processes” (Mondada & Pekarek Doehler, 2004: 467), or the process of appropriation itself, as it happens in everyday practices without isolating it from social context or human agency. Even though the goal of activity theory claims to be multi- voiced formation research that analyzes the ...


Verbal -S Productions In The Structured Writing Samples Of Variable Aae-Speaking Fourth-Grade Students With And Without Language Impairment, Jacklyn High Felton Jan 2017

Verbal -S Productions In The Structured Writing Samples Of Variable Aae-Speaking Fourth-Grade Students With And Without Language Impairment, Jacklyn High Felton

Doctoral Dissertations

Researchers in speech-language pathology and ethnolinguistics have worked to gain knowledge about typical and atypical language patterns of African American children who are identified as African American English (AAE) dialect speakers. Much progress had been made, but limitations in this field of knowledge have persisted, especially for AA children who demonstrate variable use of AAE, presumably through the process of assimilation in the school setting. Therefore, more information is needed to provide diagnostic markers for deviations in typical language development for variable AAE-MAE speakers. Prior empirical research has found that third- and fourth-grade AAE-speaking children with typical language development overtly ...


Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara Jan 2017

Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara

Doctoral Dissertations

Translanguaging is a view around languages that normalizes diglossia without separation: the linguistic resources of the bilinguals are considered one integrated system. Translanguaging is also a language practice of bilinguals, who select features from their entire linguistic repertoire to make sense of the world around them. Translanguaging is widely used by students and teachers in the bilingual classroom, as it allows students to build upon their entire set of resources, enhance learning outcomes, perform identities, and develop their languages even further. However, translanguaging is rarely used in assessments of bilinguals. Assessments of bilinguals, especially large-scale tests, are typically monolingual in ...


Who Is Like Whom? Reclassification And Performance Patterns For Different Groupings Of English Learners, Molly M. Faulkner-Bond Jan 2016

Who Is Like Whom? Reclassification And Performance Patterns For Different Groupings Of English Learners, Molly M. Faulkner-Bond

Doctoral Dissertations

Approximately 10 percent of the US K-12 population consists of English learners (ELs), or students who are learning English in addition to academic content in areas like English language arts (ELA) and mathematics. In addition to meeting the same academic content and performance standards set for all students, it is also a goal for ELs to be reclassified – i.e., to master English so that they can shed the EL label and participate in academic settings where English is used without needing special support. Working with a longitudinal cohort of ~28,000 ELs in grades 3 through 8 from one ...


Translanguaging And Identity In A Kindergarten Classroom: Validating Student's Home Culture And Language In An English-Only Era, Maria Eugenia Lozano Lenis Jan 2015

Translanguaging And Identity In A Kindergarten Classroom: Validating Student's Home Culture And Language In An English-Only Era, Maria Eugenia Lozano Lenis

Doctoral Dissertations

This ethnographic multi-year study examines the effects of federal and state education policies in language-minority school children’s in Western Massachusetts. Specifically, it explores, how, in an increasingly English Only era, a Latina kindergarten teacher resists Massachusetts' restrictive bilingual education law at the same time that she builds on her students’ multi-ethnic identity.

Methodologically, this study combines ethnographic and discourse analysis methods and techniques analyzing the curricular effects that the NCLB and the state of Massachusetts language policy have on an underperforming school serving a predominantly Latino/a population. The focus of the study is the literacy practices enacted by ...


Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer Jan 2015

Reading Queerly In The High School Classroom: Exploring A Gay And Lesbian Literature Course, Kirsten Helmer

Doctoral Dissertations

The purpose of this dissertation is to explore how teaching an English literature curriculum centered on the stories, experiences, cultures, histories, and politics of LGBTQI (lesbian, gay, bisexual, transgender, queer, intersex) people constitutes a meaningful site for teaching and learning in a high school classroom. The dissertation offers insights on how the teaching of LGBTQI-themed texts in English language arts classes can be reframed by bridging the goals, practices and conceptual tools of queer theory to critical literacies teaching. The project follows principles of critical qualitative research and employs an ethnographic case study approach with the purpose of transforming educational ...


Using Systemic Functional Linguistics To Inform A Language Pedagogy In A Middle School English Classroom A Case Study, Holly I. Graham Jan 2015

Using Systemic Functional Linguistics To Inform A Language Pedagogy In A Middle School English Classroom A Case Study, Holly I. Graham

Doctoral Dissertations

This qualitative case study analyzes how a middle school teacher used the tools of systemic functional linguistics (SFL) and genre based pedagogy (GBP) to support linguistically and culturally diverse students in analyzing informational texts critically in the context of curricular and school reforms in the United States. Using a combination of ethnographic case study methods (Dyson, 1993; Davies, 1999; Merriam, 2005; Dyson & Genishi, 2005) and critical discourse analysis (Eggins, 1999; Fairclough, 1995) the teacher collected an extensive corpus of diverse data over a school year. Focused data collection consistent with case study methods included instructional materials, paper and electronic copies of students’ texts over time, videotapes and transcripts ...


Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough Jan 2015

Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough

Doctoral Dissertations

At a time when education reform is guided by neoliberalism, accountability and standardization have reshaped teaching as highly technocratic and threatened the democratic possibilities of public education. Even so, many teacher education programs have taken up the call to prepare teachers to teach for social justice, whether framed as multicultural education, critical literacy, or critical pedagogy. A construct that ties these pedagogical approaches together is critical consciousness, with the aim of some teacher education efforts to evoke critical consciousness among preservice teachers. This study focuses on exploring how nine educators from elementary grades to higher education experience and enact critical ...


Mediations Of Multiple Identities In A Private University: International Students’ Experiences In The United States, Beata Z. Dolina Jan 2015

Mediations Of Multiple Identities In A Private University: International Students’ Experiences In The United States, Beata Z. Dolina

Doctoral Dissertations

ABSTRACT

MEDIATIONS OF MULTIPLE IDENTITIES IN A PRIVATE UNIVERSITY: INTERNATIONAL STUDENTS’ EXPERIENCES IN THE UNITED STATES

SEPTEMBER 2015

BEATA DOLINA, B.A., UNIVERSITY OF WARSAW

M.A., HOFSTRA UNIVERSITY, NEW YORK UNIVERSITY

Ed. D., UNIVERSITY OF MASSACHUSETTS AMHERST

Directed by: Professor Theresa Austin

Admitting ever-increasing numbers of international undergraduates, universities are beginning to grapple with the difficulties students experience in adapting to this new, for them, educational context. According to Glass (2012), “Given the growth of international student enrollment, there are compelling reasons to more closely examine the extent to which specific educational experiences may be associated with their learning ...


Teachers Talk: A Case Study Of The Experience Of Working Across Cultures With Immigrant Children And Their Families, Anne Lundberg Sep 2014

Teachers Talk: A Case Study Of The Experience Of Working Across Cultures With Immigrant Children And Their Families, Anne Lundberg

Doctoral Dissertations

One of the persistent challenges confronting our society is how to reduce inequities in educational and life chances of students from different socioeconomic, ethnic, language, and racial backgrounds. One of the most important factors in a child’s success in school is the degree to which their families are actively involved in their education. These two facts framed this research work. The current large-scale immigration occurring in the U.S.A. is an important social development because children of immigrants currently make up 20% of all youth in the U.S.A.; first and second generation immigrant children are the ...


Testimonios From The Border-Shattering The Notion That Women Of Color Don't Do Theory, Gloria G. Barragan May 2014

Testimonios From The Border-Shattering The Notion That Women Of Color Don't Do Theory, Gloria G. Barragan

Doctoral Dissertations

The purpose of this study is to explore the experiences of 10 Chicana scholars who live and work on the southwest border of the United States. The literature reveals a severe underrepresentation of Chicanas in higher education over the last 40 years as well as a critical need for more current research and methodologies that have a potential to validate the lived experiences of this group. This study is based on a Chicana feminist epistemology as it explores institutional, economic, and cultural challenges and interrogates issues related to ethnicity, gender, social class, culture, political practice, and how these have impacted ...


Developing Multimodal Digital Literacy: The Application Of Digital Storytelling As A New Avenue For Effective English Learning With Efl Elementary School Students In Korea, Tecnam Yoon May 2014

Developing Multimodal Digital Literacy: The Application Of Digital Storytelling As A New Avenue For Effective English Learning With Efl Elementary School Students In Korea, Tecnam Yoon

Doctoral Dissertations

The purpose of this mixed method research study is to investigate the educational effects of digital storytelling as a communicative language learning strategy in an EFL elementary school class in Korea. In order to find out the benefits and challenges of digital storytelling in EFL class, this study was conducted for 12 weeks in a rural elementary school. Digital storytelling was selected and utilized in the after-school English class, as main teaching and learning tool. Guiding research questions were 1) what are the potential benefits and challenges of digital storytelling for young EFL learners when it is employed in a ...


Speaking Back To Structure: Critical Multimodal Media Literacy & The Politics Of School Reform, Kate Way May 2014

Speaking Back To Structure: Critical Multimodal Media Literacy & The Politics Of School Reform, Kate Way

Doctoral Dissertations

This study explores the development of critical multimodal and media literacy skills in high school aged students against the backdrop of current state and national education policy. Following the progress of students in a semester-long writing course that focuses on critical multimodal and media literacy, the study examines how critical literacy skills develop within different modes and mediums – particularly those enabled by new media and digital technologies – and considers the implications of critical multimodal and media literacy skills for student engagement, agency, and achievement. The study further analyzes the impact at the institutional level of educational reforms incentivized by No ...


Improving Anti-Racist Education For Multiracial Students, Eric Hamako May 2014

Improving Anti-Racist Education For Multiracial Students, Eric Hamako

Doctoral Dissertations

This dissertation explores how anti-racist education might be improved, so that it more effectively teaches Multiracial students about racism. A brief history of anti-racist education and a theory of monoracism – the systematic oppression of Multiracial people – provide context for the study. Anti-racist education in communities and colleges has supported U.S. social movements for racial justice. However, most anti-racist education programs are not designed by or for students who identify with two or more races. Nor have such programs generally sought to address Multiraciality or monoracism. Since the 1980s, Multiraciality has become more salient in popular U.S. racial discourses ...


Interpreting, Stephanie Jo Kent May 2014

Interpreting, Stephanie Jo Kent

Doctoral Dissertations

What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and ...


School Counselor Advocacy With Lgbt Students: A Qualitative Study Of High School Counselor Experiences, Maria E. Gonzalez Mar 2014

School Counselor Advocacy With Lgbt Students: A Qualitative Study Of High School Counselor Experiences, Maria E. Gonzalez

Doctoral Dissertations

In recent years, advocacy has become a centerpiece of the school counseling profession, (American School Counseling Association (ASCA), 2005; Field, 2004). Nevertheless, there exists a dearth of empirical research on school counselor advocacy in general and virtually none as it relates to lesbian, gay, bisexual and transgender (LGBT) students specifically. To begin addressing this gap in the literature, the purpose of this qualitative dissertation study was to examine the experiences of high school counselors in the southeastern United States who have served as advocates for and with LGBT students across identity groups, with a specific focus on race and class ...